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022 _a03098249
040 _aMSU
_bEnglish
_cMSU
_erda
050 0 0 _aLB14.6 JOU
100 1 _aWhittle, Sean
_eauthor
245 1 0 _aPhilosophy in schools:
_ba catholic school perspective
_ccreated by Sean Whittle
264 1 _aLondon:
_bBlackwell,
_c2015
336 _2rdacontent
_atext
_btxt
337 _2rdamedia
_aunmediated
_bn
338 _2rdacarrier
_avolume
_bnc
440 _aJournal of Philosophy of Education
_vVolume 49, number 4
520 3 _aThis article builds on the recent Special Interest issue of this journal on ‘Philosophy for Children in Transition’ (2011) and the way that the debate about philosophy in schools has now shifted to whether or not it ought to be a compulsory part of the curriculum. This article puts the spotlight on Catholic schools in order to present a different argument in favour of introducing compulsory philosophy lessons into the curriculum. It is explained that in faith schools, such as Catholic ones, there is an additional need or imperative to have compulsory philosophy as part of the curriculum. This is because it serves as an effective way of avoiding the inherent dangers of confessional education, particularly the indoctrination challenge. It is argued that Catholic schools also have some intriguing theological reasons that can be used to justify the inclusion of compulsory philosophy in the school curriculum. It is proposed that when it comes to philosophy in schools there is a distinctive Catholic school perspective. As part of this it is explained why Catholic schools, perhaps more than others, need philosophy to be a compulsory part of the curriculum.
650 _aPhilosophy
_vSchools
_xSchool perspective
856 _uhttps://doi.org/10.1111/1467-9752.12131
942 _2lcc
_cJA
999 _c167743
_d167743